IN EDITORIALS 2
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IN GALLERY 12
FIGHT FOR CHANGE
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Jaw of Samson creates dispute
Wednesday, March 12, 2014
Volume 61, Issue 10
‘Actually, yes’?
Cybersquad brings attention to Rogers case as example of online communication gone wrong
by Ryan Yoch features editor Two weeks ago, students distributed an underground newspaper under the name The Jaw of Samson. Students and teachers praised the paper for its initiative, but its use of explicit content sparked controversy, prompting the administration to confiscate it. Principal Jeff Ridlehoover initially collected the papers because he felt uncomfortable with their distribution, wanting a chance to read them first. “As the principal of the building, I need to know what is going on within the school,” said Ridlehoover. Though he released the copies of The Jaw back to its chief creators, seniors Matt Voges and Tristan Aschittino, he and a team of staff re-confiscated them during fifth period, citing the paper’s explicit language and reports that papers were being distributed during class. “I really wanted to let these students express their views,” said Ridlehoover. “But when it became a disruption to the teaching and learning environment is when I asked the staff to take the papers.” Voges, Aschittino, and four other seniors who contributed to The Jaw’s first issue see distribution day as a success. “We were really excited it got the attention it did,” said Aschittino. “It got people talking, and that’s exactly what we wanted.” “I think it’s cool that they took the initiative they did,” said Christine Kao, 12. The idea of creating a censorship-free newspaper came to Voges nearly three months ago. “I had a moment when I was driving back from the Walker [Art Museum], shortly after returning home from Boston, where I experienced true freedom and a very good education,” said Voges. “It’s easy to check out. It’s easy to leave no legacy. But I realized that I wanted to do something to help the school.” In 1969, the Supreme Court ruled in Tinker v. Des Moines that administrators can disallow student speech if it is a disruption to the learning environment. Voges and Aschittino say that very few copies were passed out during class and that no teacher discouraged their effort. For a more detailed timeline of the distribution day photo by Phoebe Ke events, check out Matt Voges, 12, poses with the mvviewer.org.
controversial student-run newspaper that he created.
by Monica Kemp news editor Football and basketball captain Reid Sagehorn was a Rogers High School senior with a 3.8 GPA. With a two word, sarcastic response to a question on Q&A site, ask.fm., Sagehorn found himself suspended for seven weeks and threatened with felony charges. When asked on the site if he had made out with Roger’s 28-year-old P.E. teacher, Sagehorn replied, “Actually, yes.” Later, with the prospect of being convicted with a felony, Sagehorn interviewed with the Star Tribune, saying, “There was nothing behind [the post]...I thought everybody would take it as a joke.” Mounds View School Resource Officer William Rzeszutek, said, “This is an example of…what you may see as an innocent tweet or an innocent post that you’re not thinking’s a big deal can turn into.” Mounds View’s Cybersquad members discussed the incident and wanted to draw attention to it here, to prevent similar incidents from happening. “I get that what he was doing was being sarcastic… but sarcasm really doesn’t play well in print,” said Associate Principal Doug Bullinger, who advises Cybersquad. “It merits some precaution when posting even the simplest of responses.”
To play it safe, Bullinger says it’s best to regard the T.H.I.N.K. posters scattered throughout the school: “Is it true, is it helpful, is it inspiring, is it necessary, is it kind? If it doesn’t pass those sniff tests you probably shouldn’t post it.” The Rogers issue was brought to the district by a concerned parent, and the teacher was questioned by police, which will remain on her permanent record. The teacher confirmed that Sagehorn was being sarcastic in his comment. Due to the amount of attention the issue was receiving, she had to take a leave of absence. Sagehorn has since apologized publicly. According to the Minneapolis Star Tribune, he said, “I think it’s definitely important that everybody who has heard about the story know how sincerely sorry I am.” His apology, however sincere, was not enough for the Elk River school district. He received a seven week suspension and removal from NHS, basketball, football, as well as other activities. He has since relocated to a different district, which remains secret. Although many are arguing that he did not do anything wrong, the seriousness of putting things on a social media site is often overlooked. Bullinger said, “Generally with any consequence, whether social media or otherwise, there are
two wheels photo by Phoebe Ke that go in motion. There is the school wheel that involve school policy or practices and there is also the legal wheel.” In the Mounds View district if there is a student who gets a T.R.Y.— which stands for “to re-evaluate yourself” and can be likened to an in-school suspension—it is solely the decision of the administration. It does not affect whether Ramsey County will press charges or not. With the situation at Rogers High School, both wheels were in motion. English teacher, Liv Rosin, who has two adult children, can relate to being the parent of the still developing teenage brain. As an educator, she also understands the need for a reputation. “That poor teacher whose only crime is that she’s friendly, good looking, and young.” To operate in the cyberworld takes a new kind of liability. “The more freedoms…the more responsibility,” said Rosin.
“
...sarcasm really doesn’t play well in print.” -Doug Bullinger, Associate Principal
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March 12, 2014
TOP Students deserve more class options
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ways to use the room behind the shop room
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Makeshift batcave
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Jaw of Samson headquarters Secret paddock
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No rules wrestling room Second dark room
Graham Goodwiler’s lair
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2013-2014 Viewer Editors Editor-in-Chief Managing Editor
Phoebe Ke
Sasha Safonov Manager of Design Kyoka Millard Business Manager Nina Bertelsen News Monica Kemp Editorials Tristan Aschittino Alistair Tang Features Ryan Yoch Nicole Wahlin Spread Neha Sethi Tommy Sletten Variety Namrata Gadela Reviews Kyoka Millard James Birr Sports Maddy Rosenow Molly Hancuh Gallery Rebecca Nara Photographers/Artists Christine Kao Michaela Morse Adviser Martha Rush
Online Crew
James Birr, Kobi Endrizzi,
Joe Janey, Nathaniel Nikoi
Staff Aaron Adams, Emma Blume, Sarah
Dhols-Graf, Thomas Doty, Eva Hoffman, Persis Ke, Jonathan Kim, Katrina Renacia, Emily Ruan, Sean Sabeti-Oseid, Clara Wang, Josh Yuan
The Viewer is published by the student editors at: Mounds View High School 1900 Lake Valentine Rd Arden Hills, Minnesota Sauk Centre Publishing
Of the 178 courses that are offered, Mounds View students are required to sign up for 12 credits per year. All students are required to sign up for certain core classes but are given free reign in picking their electives. With a selection like this, students might not realize how limited the Mounds View class list is. Despite the numbers, diversity of class selection is rather small compared to schools like Irondale or Edina, and has been primarily focused on core classes. Mounds View has many available resources that could offer a chance for new classes like Tech Ed or Computer Science, courses that could help prepare students for real world jobs like computer engineering and mechanical engineering—students need to show more explicit interest for these types of courses. Mounds View’s Science department has only 15 elective course options. Since we have the highest ranked Science Olympiad team in Minnesota, it is surprising that we have so few options for science. Unfortunately there is less emphasis placed on any elective class. This leaves out classes that students may find interesting and fun. The after school robotics team uses
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Editors Agree
STAFF EDITORIAL 3
Editors Disagree
photo by Christine Kao
The room behind the Mounds View’s shop room provides significant unused floor space. a relatively unused tech ed room. This room has tools such as a drill press, spot welder, band saw, a lot of things one would need for a technology education department. Irondale has nearly 38 different classes that Mounds View does not have. Of these 38, they have four extra science classes that have realistic applications: Human Genetics & Microbiology, Zoology, AP Physics, and Computer Science Engineering. Aside from AP Physics, there has been no indication of the addition of these courses. All of these classes would not only be interesting, but also help students with further education. Irondale sets a good example, but it’s schools like
Edina that really show the effectiveness of a more modern class list. Edina has a vast selection of classes dedicated to the study of computers: Programming, Engineering, even Business and Computing. CNN deemed Biomedical Engineering and Software Architect, respectively, as the first and third best fields to enter. Despite being one of the highest ranked college preparatory schools in the state, Mounds View lacks Computer Science and Engineering classes that help with preparation for two of the largest job markets today. Students can take classes such as Computer Science at Irondale, but require the students to bus over to Irondale
and can pose a scheduling hassle for some students. This can deter students from taking such classes. Mounds View has four computer labs, not including the computers in the Library. Seldom are all four labs in use, allowing the possibility for a Computer Engineering class, yet no such class has been offered next year. This is primarily due to the fact students and or teachers have not shown interest. Classes need at the very least 20 students to be even considered for a class. Finding teachers, financing, and a student body intrigued enough for the investment can be difficult. But with enough push and enough interest, variety can be introduced. Associate Principal Doug Bullinger says that, “Classes are created when teachers see a need, or students create a need.” If students can get more invested in their curriculum, course options can change for the better. The resources are there; all Mounds View students needs to do is ask for them.
Allow students their free speech on campus by Nina Bertelsen business manager In order to maintain the “decorum” of a school’s learning environment, schools have the right to restrict students’ first amendment rights. But is this constitutional? Students, like all law-abiding citizens, are expressly given the right to free speech, press, assembly, etc. However, the minute students enter school property, these basic rights seem to disappear. On Feb. 26, Mounds View staff confiscated The Jaw of Samson, a student newspaper not affiliated with the school, after determining it was a “disruption.” While the school acted within the law, The Jaw should not have been banned because it is an open forum that exposes students to issues that expand their horizons. Students’ rights are a “grey area” of law, and discretion is often left up to the schools. Events surrounding The Jaw’s distribution are a perfect example of deontological
ethics. Officials make judgment calls based on explicit rules, or feeling a duty to comply with “safe” standards. But this contradicts what adults hope for our generation. Students are often told that we are “ignorant” or “complacent” about important ideas or issues; that we worry more about the latest app on our iPhones. Matt Voges, 12, The Jaw’s creator, along with Tristan Aschittino, 12, an editor (and also a Viewer editor), say that it would have been easy to simply leave Mounds View after senior year but they wanted to make a difference with their peers. The Jaw brought thought provoking content like flaws in our educational system, Marxism, and the importance of history to the attention of students. One reason for confiscating the papers was concern over explicit content in the creative writing section. While high standards should always be upheld, a school cannot always control what students are exposed to.
Students are exposed to explicit content everyday, on TV, online, in hallways, and even in class readings. The Jaw’s content was controversial, but it’s important that students are exposed to all issues, ideas, and viewpoints in order to develop their own informed beliefs. Supreme Court Justice William O. Douglas wrote, “A function of free speech under our system of government is to invite dispute. It may indeed best serve its high purpose when it induces a condition of unrest, creates dissatisfaction with conditions as they are, or even stirs people to anger.” The Jaw editors accept entries from all viewpoints and encourage open discussion. The Jaw should be praised for its critical thinking, and for bringing issues beyond the school walls to students’ attention. In the administration’s defense, they were acting within the rules set in Tinker v. Des Moines, allowing schools to limit speech that causes a “substantial disruption.” Steven Aggergaard, an
attorney at Bassford Remele, said “Students most certainly have first amendment rights. Just because they’re not 18 doesn’t mean they don’t have them. The other issue, regardless of age, is these rights can have limitations.” Principal Jeff Ridlehoover determined The Jaw was indeed a disruption. This area of law is left ambiguous for a reason, he said, because what disrupts a class at Mounds View is very different from what disrupts a classroom in another school. Students’ rights have been a highly debated topic since the Tinker case. The need for schools to create a safe and productive environment for all students must be equally balanced with students’ need to express themselves freely. This publication shouldn’t be disregarded; students should take the time to read and think critically about what their peers have to say, even if The Jaw is only allowed to be distribute in the parking lot.
Viewer Mission Statement 1. To publish news, information and opinion articles for and about student, faculty and administration activities, interests and policies. 2. To maintain high ethical standards with regard to fairness, personal and legal rights, responsibilities and accuracy. 3. To provide a forum for free and responsible expression of student opinion and present well-balanced, locally researched coverage of issues of broader student interest. 4. To strive for a high level of competency in the technical aspect of writing, including grammar, spelling, clarity, and precision. 5. To welcome diversity and increase the scope and depth of our coverage in order to heighten mutual understanding and awareness throughout our entire school community. Articles and letters to the editor appearing on the editorials pages represent solely the opinions of the writers and do not represent in any way the viewpoint of Viewer, our advertisers, Mounds View High School or its staff. The editors of the Viewer welcome and encourage the publication of all viewpoints.
Delve past the denotation Student by Josh Yuan staff reporter
Inappropriate language, violence, and sexuality are subjects high schools do their best to limit students’ exposure to. Yet some argue that this content is thriving within school curriculums, especially in language arts. Just last year, a group of parents proposed a ban on the book Eleanor and Park from Anoka High School’s library, claiming that it contained “227 instances of coarse language and sexuality.” Books have always been controversial. Though some books contain information and content that may be inappropriate, or just against certain people’s beliefs, that should not be a reason for high schools to change the curriculum and ban books. From a parent’s perspective, it may seem ridiculous for their child to be reading books such as To Kill a Mockingbird which some critics claimed “[it] promotes white supremacy” and The Things They Carried, which
contains large amounts of foul language, racial slurs, and violence. But how do you judge a book to be appropriate or not? Since the Bible contains violence, slavery, and adultery, should it be considered inappropriate? Each parent and student has different perspectives on books and different topics that they are sensitive to; therefore it is ridiculous to ban a book just because a small portion of students and parents want to. From a literary point of view, some of the inappropriate material in books lead to important values and themes that books represent. In the book, The Sun Also Rises, read in Mounds View’s AP Literature classes, themes of alcoholism and sexuality dominated the entire novel. Taking out the two themes would fail to present students’ knowledge to comprehend and analyze the value and significance of the literature. Banning books not only restricts a student’s education, but also hinders the student’s
VIEWS
“We need a denser curriculum with more respect for the great works of literature and a culture basking in books outside of the classroom.” -Matt Voges, 12 infographic by Alistair Tang
knowledge of the true state of the world. High school students are in the stage of exploring the world and often come across issues that are sensitive and controversial. Subjects like racial intolerance, homosexuality, war and violence are all part of everyday life topics that students should be open minded about. Attempting to cover it and restrain students from gaining exposure to it is
not only naïve and ignorant, but also absurd. Whether certain books are inappropriate for high school students will always be an issue. But banning them for the comfort of some parents while creating a barrier for students from receiving the best knowledge in literature and consequentially, the reality of the world, is not the answer.
Toddlers, tiaras, and trauma by Clara Wang staff reporter “All children are beautiful, it’s just that some are more beautiful than others.” There is no better way to sum up the essence of child beauty pageants than this eloquent statement by a pageant-crazed mom on TLC’s reality show, Toddler’s and Tiaras. This phenomenon of child beauty pageants has exploded along with this reality show’s ratings, marking a worldwide trend of imposing upon very young children risque outfits and tortuous cosmetic ordeals, an event especially prominent in the U.S. A bill banning child beauty pageants, passed in Russia this February, defines a child beauty pageant as an event which could harm child development psychically, spiritually, physically, and intellectually. How could anybody who’s watched a six-year-old forced into hours of makeup in an episode of Toddlers and Tiaras doubt the negative impact glamour-based pageants have on children? Child beauty pageants are not ideal developmental situations, but since the U.S. is not going to officially ban this booming industry anytime soon, careful rules and restrictions should guide the pageants. The official psychological definition of a healthy child, as per medscape.com, is “the extent to which individual children or groups of children are able
Editor opinions What your Viewer editors think of various issues.
cartoon by Michaela Morse
or enabled to (a) develop and realize their potential, (b) satisfy their needs, and (c) develop the capacities that allow them to interact successfully with their biological, physical, and social environments.” Most child beauty pageants infringe upon all of the above factors through their promotion of looking good above all else. This inhibits their development in other areas not correlated with the superficial and can wreck havoc on their sense of self-worth when they get older.
“Never underestimate the power of a compliment.” - Rebecca Nara gallery editor
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editorials
March 12, 2014
“Kendrick is still the realest in the game.” - Tommy Sletten spread editor
“It really depends on the content of the book, if it’s focusing on a minority or one group of people, or if it’s focusing on attacking or belittling.” -Anna Conrad, 11 photos by Alistair Tang and Josh Yuan
Some say that pageants are no more harmful than competitive sports, but there is a key difference— sports such as soccer or cheerleading teach kids discipline and a sense of accomplishment beyond how they look. Unlike other competitive events, child beauty pageants are centered mainly on the superficial. These downsides are clear to France, Russia, and Colombia, who have all banned child beauty pageants. But there has only been an increase in child beauty pageants in America, making it one of the largest growing industries here. This sector of the beauty pageant market is worth over five billion dollars and attracts more than three million children annually. With all this in mind, the U.S. is no more likely to ban child beauty pageants than it will ban gymnastics. As Harvard sociologist Hilary Levey Friedman said, “Historically and legally, our system defers to parents to make the right decision for their child.” The U.S., however, would benefit from placing stringent rules and restrictions on the pageants, such as guidelines on health and safety. Children internalize what they are exposed to and are prompted to do, making it vital for parents to be careful about putting their kids into events that tell them to value what’s on the surface over what’s underneath the hood. Does the nation really need more kids like Honey Boo Boo?
“Joey Bada$$ is realer than Kendrick and he’s only 19.” - Anonymous
“I earnestly urge you to read The Jaw in full. The gripping hardships of our generation may reluctantly subside after vigorous, collective movement.” - Tristan Aschittino editorials editor
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March 12, 2014
Fighting for change Senior Abena Abraham seeks immigration reform
by Kyoka Millard design managing editor On Feb. 26, President Obama made a visit to St. Paul’s Union Depot to give a speech on transportation reforms. Minnesotans from across the state lined up that Monday to receive tickets on a first-come, firstserve basis. One of the lucky few who secured a ticket was senior Abena Abraham, who waited in line for two hours starting at 6:30 a.m. in order to be admitted. “It was really surreal, and I couldn’t believe it was actually happening,” Abraham said. “I always dreamed of seeing him since a young age.” Abraham didn’t just get to see Obama that day. After he had finished giving his speech, she got to shake his hand. “It was really amazing,” said Abraham of the experience. “I kind of stood there and looked at my hand for a little while and just thought, ‘Did this really happen?’” Obama, however, is not the first politician Abraham has met. Known for her political activism, Abraham is the Volunteer Coordinator for the Debra Hilstrom for Secretary of State Campaign and is a part of the MYDFL (Minnesota Young Democratic Farmer Labor Party). Abraham also is the chair of the Minnesota High School Democrats, which works to promote political involvement among high schoolers. Her work has given her the opportunity to meet Senator Al Franken, Congressman Keith Ellison— who she keeps in regular contact with—and House Minority Leader Nancy Pelosi. “One of my most rewarding moments was getting the privilege to ask [House Minority Leader] Nancy Pelosi a question about immigration reform and
A joy for
photo courtesy of Katzie Truso
having her tell me, ‘You’re the kind of leader we need in Congress, and I’m excited to see where you end up,’” said Abraham. Immigration is Abraham’s top priority as an activist. Born in Liberia, Abraham and her family
juggling
by Eva Hoffman staff reporter Wandering down the hallway after school, intently concentrating on the three clubs that he is juggling, is Josh Pratt, 12. He continues juggling as several students gather around him, attracted by the colorful clubs being passed effortlessly between his two hands. Jeman Park, 10, asks Pratt if he can juggle his phone. Without saying a word, Pratt puts out his hand and Park tosses it to him. He gets two balls out of his backpack and starts juggling them along with Park’s phone. Pratt is a man of many talents. Out of his talents, juggling is the one he spends the most time on and the one he is most known for throughout the school. Pratt started juggling two years ago. “I started looking for amazing things to learn and found juggling,” Pratt said. When he got started, Pratt told himself, “I’m going to learn to juggle and never give up.” Very few people can set a goal and stick with it until the end, but Pratt’s motivation is simple. “I have this love of learning new things,” said Pratt. Although Pratt has a lot of determination, he cherishes encouragement from his siblings. “Two of my brothers also juggle,” said Pratt, “We inspire each other.” Out of the three, Pratt was the first to learn to juggle at age 14. Once Pratt got good at juggling, there were things that he added to make it more difficult. Pratt first worked on juggling three balls, and after about a year, he moved on to clubs. “It took me a couple days to
immigrated to the U.S. when she was a child. “Being directly involved by the broken immigration system made me want to get more involved in the fight,” Abraham said. Abraham now attends events that promote immigration regularly, in the hopes of paving the way to passing immigration reforms that will allow a better pathway to citizenship. Right now, according to Abraham, many of these events have a high Latino majority, who are the largest immigrant population in the country. Abraham hopes to have a higher turnout of immigrants from all ethnic backgrounds. “I just wanted people from all different countries to see what was happening because they’re all immigrants, too, and they should have a say,” Abraham said. “Seeing that, it made me just want to get more involved and get my voice out for my country and other countries.” Though Abraham’s work often involves her educating others about what they can do to improve the government of America, she herself has learned a lot from her political advocacy. “Activism has taught me how to be more respectful of people who come from opposite sides of the political spectrum, and how we can find common ground and both get educated from having a civil conversation,” said Abraham. Despite the fact that the 17-year-old is currently too young to vote, Abraham has not let that deter her from being politically active. Instead, she continues to encourage other young people to speak out as well. “A member of Congress once told me that the youth have one of the most powerful voices,” Abraham said. “Never be afraid to join something because of your age.”
For senior Josh Pratt, juggling is more than a hobby
learn how to flip them right,” said Pratt. “I then decided to juggle more than three. I started practicing four and five.” His hard work and persistence paid off in two Mounds View plays, Taming of the Shrew and Guys and Dolls, Pratt juggled during the performances. Pratt can be found juggling during passing time, a free hour, or after school. Juggling spontaneously like this gives him an extra boost of confidence when it comes time for a performance. “I juggle in front of people, because it reminds me that no one can be perfect all of the time,” said Pratt. Although Pratt mostly sees his talent as a hobby perfect for whenever he has a few spare minutes, he knows juggling could actually be of use later on in life. “I’m seeing that I could get a part-time job somewhere,” said Pratt. “I have a job at Air Traffic where there is a friendly environment and it’s my kind of place,” said Pratt. “You can learn how to juggle there and every worker needs to be able to teach it.” Though juggling is the favorite of his three talents, he can also unicycle and do backflips. “My friend introduced me to the idea of unicycling,” said Pratt. “It was intriguing to me when he mentioned it because it’s a talent most people don’t have.” Pratt is also able to do back flips and back hand springs. “I was in gymnastics for a couple months junior year and some when I was four,” said Pratt, “That is where I learned and practiced.” This skill also came in handy in the more recent Mounds View play, Macbeth. From juggling to acrobatics, Pratt’s philosophy on life can be summed up in one simple phrase: “The fun of the challenge.”
Josh Pratt, 12, began juggling balls at age 14, but moved on to clubs and rings after about a year. photo by Eva Hoffman
features
Under pressure March 12, 2014
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Older siblings’ success pushes students to realize their full potential The Liu siblings by Persis Ke staff reporter During winter, large piles of snow accumulated alongside the driveway. Two siblings, a boy and a girl, began building a tunnel in the snow. The brother started, and his sister followed, working together to dig the tunnel. Since their youth, Joanna Liu, 10 and her brother David, a freshman in college, have been very close. As the older child, David is, in his own words, “a trailblazer.” While Joanna admires her brother, her independent nature has not allowed her brother’s path to shape her own life. Joanna and David get along well despite their innate differences. Joanna has focused more on sports and music, while David’s focus was geared more towards academics. Last year, David graduated with highest honors. He currently attends the University of Chicago, widely considered one of the most prestigious colleges in the U.S. Joanna, however, has taken a completely different path, as she is an accomplished figure skater, winning many competitions, including three state titles. In seventh and eighth grade, she started concentrating on skating while David was concentrating on his high school courses. “I would see him doing all his work, especially for classes like APUSH and UMTYMP,” she said. “He’d be doing all his work, while I’d just be [fooling around] and going to sleep.” Even though skating became her main focus, Joanna did not ignore her schooling. However, upon entering high school, she realized she had fallen behind in her academics. “It really hit me hard freshman year because we all didn’t know how hard high school would really be compared to Chippewa Middle School,” she said. “Then because of skating I got really behind in studies, just cause it took over so much time, and I didn’t realize how important studies were back then.” Although Joanna has spent more time on sports, the habits she has learned through skating
have benefitted her greatly in academics, teaching her discipline and time management. Last semester, her schedule included two AP classes in addition to two Honors courses. Freshman year, she also took two AP classes, as well as Honors Biology and Squish math. Seeing David have few difficulties in his classes, Joanna saw the difference in their academic talents, and her brother’s successes influenced Joanna to work even harder. Her parents have also pushed her in academics. “[My parents] know us so well,” she said. “Different potentials, different aspects, and all that, so they obviously want both their children to do well.” While Joanna does feel pressure to perform well, it photo courtesy of Joanna Liu is not stressful because her The Liu siblings play chess together, encouraging each other to get better. parents and brother have because he already set a path,” said Joanna. “I like encouraged her, both in her studies and her skating. David agrees their parents have high expectations having an older brother because he’s always been for both himself and Joanna. “Our parents have always really supportive.” expected the most out of us, especially when it comes to academics,” he said. “But from a very young age, it was well established that [Joanna and I] are two very different people. So in terms of pressure, I think we all expect her to work hard and try her best, but I don’t think anyone expects her to have my exact same high school experience.” Despite the pressures connected to being David’s younger sibling, Joanna enjoys having an older brother. Since he has already gone through the high school experience, David is very knowledgeable and helpful. “[Having a successful sibling] is not bad at all,
The Balzer sisters by Joe Janey online sports editor Imagine being related to a celebrity. Everything they do is amplified under the intense spotlight of the media whether it is good or bad. To a smaller degree, that is what it feels like to a select group of Mounds View students who are living under the legacy of their older siblings. Mara Balzer, 10, is attempting to create a name for herself as she strives to excel both academically and athletically. Her sister, Nicole, who graduated last year and is currently running track at Bethel University, was considered a stand out during her high school days. Nicole made it to state for track and cross country, as well as being a captain for both squads. “It’s not so much as I want to be better than her, it’s more trying to do as well as I can personally,” said Mara.
As a sophomore, she has already lettered in track, cross country, and basketball. Playing three sports is already challenging, and excelling at those is even more so. Her focus pertains to setting her own goals and then achieving those. It is not necessarily looking at the records set by Nicole and trying to defeat those. “Mara is so determined and because of all the hard work she has put into her sports, she will be successful,” said Nicole. Contrary to popular belief, it may be the coaches who compare the sisters to each other most often. When a kid comes through the program and has some success, coaches are likely to believe the younger one will do the same. “There are definitely expectations, but I choose to use that as motivation rather than added pressure,” said Mara.
The relationship between the two goes so much further than the playing field. The two share a close sister bond that is more like a friendship. “I know I can always count on her to be there when I need it,” said Mara. They both enjoy competing but they both know that family comes first and they will always be in each other’s corner. While there may be tense times between them just as is the case with any siblings, it always is resolved. “She’s my biggest fan and I’m her biggest fan. That’s just how we work,” said Nicole. Sibling rivalries are no small thing but it is even more tough when they play the same sports, endure the same challenges, and hope to have the same successes. There are bound to be obstacles blocking the way, but Mara seems to hurdle over those just as she does on the track.
photo courtesy of Mara Balzer
Nicole and Mara take a picture after Nicole’s track meet at Bethel University.
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Test anxiety is common in students today. Whether it be an everyday quiz, or a high-stakes exam, such as the ACT, students are feeling more and more pressure to succeed, associating their success with the results of test. by Sarah Dhols-Graf staff reporter Your hands are clammy, your body feels tense, and your heart pounds in your chest. Sound familiar? These are all signs of test anxiety. With testing season fast approaching, learning to take control of test anxiety may be just as important as studying. According to the University of Alabama Center for Academic Success, test anxiety is the body’s way of responding to a perceived threat—the fight or flight response. Test anxiety manifests itself in very real ways, releasing chemicals like adrenaline into our bloodstream. Such changes interfere with thought processes, undermining one’s ability to perform. For those with test anxiety, some symptoms can kick in automatically when they are ill-prepared, have unreasonable expectations for themselves, or are afraid that parents and others will think they’re a failure. The anxiety can start even before the test
begins. “I worry about failing, and then I start thinking about what if I fail this test, and the next test, and end up failing the class. Then, when colleges see that I failed the class, they won’t want to accept me,” said Caroline Palen, 10. There is a tremendous amount of pressure to excel in school and get good grades. “The prospect of not doing well on a test causes me a great deal of anxiety,” said Greg Amusu, 11. “Even though it is only one test, I always lose sight of that fact, and fear Fainting that I won’t get accepted to a school. I’m just trying to get to college.” Timed tests can be an Fast, shallow added source of anxiety for breathing students, because they are afraid they won’t finish no matter how hard they have studied.
Teachers’ take on test anxiety by Phoebe Ke editor-in-chief As students take more and more tests, teachers are becoming increasingly aware of growing test anxiety, and many are taking steps to make the testing experience a much calmer one for students. “We have the ACT, SAT, AP exams, we have the MCAs, so there are a lot of things that are really high stakes. Your average everyday test is not a high stakes test, but it can be difficult for some people to draw the distinction,” said Jon Zetzman, social studies teacher. In class, students may exhibit anxiety as exams near. “The mere mention of the word ‘test’ can cause students to be anxious. It’s the same thing with the word ‘exam’ or ‘quiz.’ So you want to make it clear that there are opportunities for students to correct their mistakes, as there are in life. But also it’s a helpful gauge—what do they know, what do they not know,” said Zetzman. Each student learns differently, and teachers acknowledge that fact by being flexible and adjusting to help students prepare. In certain situations, students with learning disabilities are part of Individualized Education Programs (IEPs) or 504 plans, which public schools are obligated to provide, to learn in a way that is tailored to the specific
“I get nervous when everyone finishes way before me,” said Lauren Galush, 10. “It makes me feel like I’m running out of time, and I might not get done.” Factors related to individual students, family dynamics, school, classroom, and teaching practices can all be triggers of test anxiety, determined the Council for Exceptional Children. The combination of triggers and symptoms can lead to a cycle of escalating levels of test anxiety. Education has become increasingly test-oriented, making the testing experience more and more strenuous. If you have trouble with test anxiety, finding your own way to control stress is essential.
Sweaty armpits
student. At Mounds View, Sweaty students can choose to take their tests in the Resource room, palms where a quiet environment is readily available. Rooms such as the Paddock or Corral room can be used. Often teachers offer review sessions to solidify material or to boost students’ confidence. Carolynne Ladd, social studies teacher, has seen a greater need for review sessions for younger students, who may not have found the best way to study. Teachers also make an effort to be available before and after school to answer any questions students may have on the class material to help students prepare for assessments. If a teacher sees students who is showing anxiety during a test, they may offer alternative options to ease the nervousness. Ladd will move students do a different test setting, lighten the mood, or give students some extra time to finish the test if she sees students feeling pressured for time or struggling to recall information. Teachers realize the importance of being accommodating. “As a teacher, you have to listen to what the students need, to be as flexible as you can to provide that. Different students need different things. Some need far more concrete review than others, so you want to be able to provide that. You want to be able to help them in what
Dry Mouth Rapid pulse
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ways they feel comfortable,” Zetzman said. This year, all teachers were asked to have daily learning targets. Teachers find this helpful for students to focus in on the right material and to prepare for the exams. “It’s very specific and very directed studying so they don’t have to think about what’s on the test, they know what’s on the test, and they need to get ready for it,” said David Barhan, science teacher.
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Also, teach retakes if students feel they can perform better than how they did on the original test. T of the retakes is for students back and relearn the materia understand it. “Relearning is about be preparing you for the exam. really helpful if you missed school, if you didn’t really u something, and it allows yo exposed to the content, and you have done that then you reassessed,” Zetzman said. Test anxiety is caused b factors, with preparation bei them. Students can seek tea to be ready for tests to come Christi Poissant, high s clerk, said, “...We just need students to stay positive, ma you get plenty of sleep, stud more you study for a test, th you’re going to do. And if y test anxiety, talk to your tea if there’s other things that th [for you] to do better.”
Both sides of the story
Two Mounds View students deal with tests in very different ways
said Smith. A major cause of test anxiety is the feeling of preparedness. Smith believes preparation is a big part in being successful on tests. “I normally prepare for a test by making flash cards a few days before, and reviewing all the notes I took,” he said. photo by Christine Kao His preparation also dictates his mood during a mas Doty test. “If I remember there is porter a test I usually feel pretty t anxiety is a calm, but if I forgot about g problem in students the test I feel really nervous ften overlooked. and anxious,” said Smith. udents suffer While testing, Smith’s t anxiety, leading attitude is dependent on how and changes in well he knows the answers. rformance in the “I’m either really focused m. and in my zone, or all over drew Smith, 11, the place trying to remember nly struggles to stuff,” said Smith. calm during a Smith acknowledges ith sees it partly that although he can become by the challenging apprehensive, he always he is enrolled in. needs to maintain a positive ropean History and attitude. “Some big noPhysics can be no’s in test taking would l,” said Smith. have to be self-doubt and also realizes that pessimistic attitudes,” he e other causes for added. “They will ultimately iety. “Test anxiety lead to failure.” rom internal and pressures. External es would be teachers ents, and internal es would be yourself nting to do well,”
photo by Christine Kao
by Neha Sethi spread editor There are many stories of people who have test anxiety. Those who fidget and squirm in their seats during a test. But what about the other side of the spectrum? Those who go into a test feeling great and perhaps come out feeling even better? Alex Guzina, 11, feels more confident regarding tests than most others. Last year, Guzina took five AP tests, self studying for three of them, and received the AP Scholar with Distinction award. This year, he is taking seven AP classes, and plans to take 14 AP tests, self-studying for the seven remaining tests. “I feel like they are a challenge, and I want to meet them. I want to see how well I can do,” said Guzina. For Guzina, staying calm is crucial to maintaining his focus during tests. “...My mentality
does not change that much,” said Guzina. Staying calm allows him to answer the questions he knows he will get right and focus on questions that he is unsure about. “I use context clues and general trends; you can derive the correct answer from another question that you know you got right,” said Guzina. As he has taken increasingly challenging courses, he has learned different ways to study. “I take a lot of practice tests to prepare. I can gauge my confidence that way. If I don’t feel confident, I study some more and focus on the parts I didn’t do well on,” said Guzina. He also takes advantage of various resources online, including notes, practice tests and problems, and review material from various AP curriculums. “A lot of people have studied the same things you have, so there are always resources online,” said Guzina. Test anxiety might come down to preparation or biological response, but it is important to note that everyone isn’t identical. “Everybody studies differently. If someone needs to study more, that’s what they need to do. It’s important to know your strengths and limits,” said Guzina.
• Use past performances to learn and improve
• Approach exam with confidence
• Avoid last minute cramming
• Get plenty of rest the night before
• Budget your time • Don’t panic when other • • • •
students start handing in papers—there is no reward for finishing first Don’t take the test on an empty stomach Take slow, deep breaths Use positive reinforcements to boost your confidence Avoid caffeinated drinks such as coffee and energy drinks
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by Eva Hoffman staff reporter From afar, the Weisman art museum looks like a giant, crushed pop can, but the beautiful galleries inside are full of paintings, pottery, and photography, all bathed in natural light coming from the skylights and windows overlooking the city. Art fanatics as well as the everyday Joe will be enthralled with this museum. Past the visitor desk and gift shop is an open room with a colorful oil painting that takes up the whole wall. This painting, called World’s Fair Mural, is a mish mash of iconic symbols of 1960s American history such as Uncle Sam’s hat, peanuts, and the moon. Two separate galleries hold most of the museum’s paintings due to the amount of artwork at the museum. The galleries are wide with lots of empty space but the rooms seem full because of all of the beautiful art work on the walls. There is everything from large, computerized patterns to realistic oil paintings, to three dimensional wall installations. One unique feature of this museum is a hallway off of the main gallery. It’s a dark, gloomy hallway with creaking
from M i n n e a p o l i s
March 12, 2014 offman
floors and a musty smell, quite a different feeling from the rest of the museum which is open and modern. There are six doors in the hallway and as you put your ear to each one, a different noise comes out from behind each door. A dog barking, a woman weeping, and a baseball game over the radio greet your ear and make listeners ponder the stories behind the closed doors. All of the galleries are there year round, but there is one that changes continually throughout the year. Currently, the exhibit is a gallery of photos taken in Siberia. The gallery stems from the question: what is Siberia? The photos are not of a specific event, but rather photos taken over Siberia’s history. There are photos of prison camps, whale hunts, and forest mapping units. One of the most interesting parts of the gallery is a collection of two photos comparing Siberia to the American West. Viewers will be astonished to discover how similar the two really are. The Weisman Art Museum is located at 333 E River Pkwy in Minneapolis. It is open Tuesday, Thursday, and Friday from 10-5 p.m., Wednesday 10-8 p.m., and Saturday-Sunday from 11-5 p.m. Admission is free but parking is six dollars.
The sculpturally creative building houses the Weisman Museum on the U of M campus. o
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Cutting edge
A paper cut picture made by Karen Bit Vejle is on exhibit at the American Swedish Institute.
by Emily Ruan staff reporter There’s an apartment building with faded brick walls to its left, a row of small bungalow-style houses to its right. In the distance, columns of factory smoke waft into the air, their dull shades melding into the slate-gray winter sky. Nowhere would there be a less likely place for this structure, yet there it is: a 16th century French Chateauesque castle complete with high gable arches, turrets, and over 50 stone-carved mythical creatures for decoration inside and out. Swedish immigrant and newspaper mogul Swan Turnblad built the mansion for his family in 1908, and later donated it to the American Institute for Swedish Art, Literature and Science. Today, it stands as the American Swedish Institute (ASI), a diverse museum with exhibits ranging from guided tours of the historic mansion to papercutting art. Walking into the entrance hall feels more like entering a low-key community center or sunlit music hall. Floor-to-ceiling windows line the wall opposite the door, offering a glimpse of the connected mansion across a small courtyard. To the right is a colorful gift
shop that stocks books, jewelry, home decor, and more, all with a modern Scandinavian twist. The first exhibit features the art of Danish paper cutter Karen Bit Vejle. Vejle’s designs follow similar principles to elementary school snowflakes cut from triangular pieces of paper, but incorporate much more. White, black, red, yellow—a rainbow of colored paper depicts scenes from tree-roosting birds to human faces. White is the most common color, and snowy designs hang from the walls and ceiling, lace-like in their detail. This hanging art casts intricate shadows on the walls, turning the room into a mesmerizing display of light and shadow. ASI is also home to the Turnblad Mansion, a comprehensive library of Swedish literature, and the award-winning Scandinavian restaurant Fika, rendering it one of the most versatile museums in the city. Tucked away in the narrow recesses of downtown Minneapolis, the American Swedish Institute is a worthwhile visit for those lucky enough to know it’s there. The museum is located at 2600 Park Avenue in Minneapolis. It is open Tuesday and Thursday from 12-5 p.m., Wednesday 12-8 p.m., Saturday 10-5 p.m., and Sunday 12-5 p.m. Cost is nine dollars for adults and five dollars for students.
From networks to Netflix by James Birr, Nina Bertelsen, and Emma Blume Although most of us grew up with cable TV, the internet, DVDs, and laptops, we still grew up watching television the same way our parents did: one episode at a time. However, Netflix, an instant video streaming service, has redefined the media landscape. Giving subscribers access to 10,000 movies and 2,000 TV shows for a low monthly price, Netflix can essentially be accessed anywhere, as long as an internet connection is nearby, making watching movies and television on the go a cultural norm. But what is the greatest thing Netflix contributed to this new media landscape? Binge watching. According to a survey conducted by Netflix, binge watching, which is defined as watching two to six episodes of a show in one sitting, is practiced by over 60 percent of all Netflix users, and almost 80 percent say that it makes their viewing experience better. But what’s so big about binge watching? In a world that has adapted to the weekly television show model—you watch one episode on Monday, then the next Monday, then the next—binge watching offers an intriguing alternative. In a fast advancing, growingly impatient society, this offers the next step in television viewing. Instead of waiting that one week, you can blow through a show at your own leisure: you could watch it in a day, a weekend, or stick to the cable network formula and watch it weekly. And Netflix has put this type of viewing on the map. Such high quality shows as House of Cards and Orange Is the New Black, whose seasons were both released all at once, have received critical acclaim and made it socially acceptable to sit down on a Saturday afternoon and smash through all 13 episodes of one show.
Arrested Development 2013 - 2014
TV - 14
Comedy takes an off the wall direction with a rebirth of an old favorite. After its cancellation on Fox, Arrested Development opens its fourth season as a semiNetflix original series with a new plot but old characters. The series follows a dysfunctional family preceding the blowout of their financial and political scandal. Starring Jason Bateman and narrated by Ron Howard, the series trails the son of this impractical family whose bad luck and awkward mishaps seem to follow him at every turn. Arrested Development is a quirky, alternative comedy sprinkled with famously hilarious guest stars such as Kristen Wiig and Conan O’Brien. Commendable producer Ron Howard even pops in to sarcastically play himself. I found myself thoroughly enjoying the kind of awkward humor only obtainable by having Michael Cera as a member of the cast and writing crew. The characters themselves are wildly entertaining ranging from hippie ostrich farmers to awkward computer-hacking college freshmen. Being somewhat of a satire of the rich and powerful, the characters are often unlikable and selfish. For example, mother of the family Lucille makes a Cinco de Cuatro festival to overshadow Cinco de Mayo, making it so her maid cannot take the day off. Although the characters are somewhat offensive, often crude, the writers use this to their advantage and deliver a kind of harsh, biting comedy. This show’s unique kind of humor is not for everyone, but I can’t help but get hooked on its eccentric characters and twisting plot.
House of Cards 2013 - 2014
TV - MA
2013 - 2014
photos courtesy of Wikipedia
2 Seasons
Who knew political dealings could be so delicious? Netflix put itself on the map in early 2013 with its release of House of Cards, a remake of a similarly titled British TV show. Starring Kevin Spacey and Robin Wright, the series follows one Frank Underwood and his ascent from congressman to even higher aspirations, using any nefarious means necessary to achieve his political goals. A reinvention of the term “political thriller,” Cards is everything you could want in a binge-able television show: It boasts powerhouse performances, intense writing, and a superbly taut direction barely matched by only the likes of other premium network shows such as Breaking Bad or Homeland. The big difference? Whereas with those shows you have to wait a week or possibly months during mid-season breaks, House of Cards can be eaten up at whatever pace you want. Particularly commendable is Kevin Spacey as protagonist Underwood. Oozing from his hidden southern drawl is that sense of power and villainy that makes him such a compelling character to watch. Matching Spacey is Robin Wright as his wife Claire, whose sultry sulk makes it apparent she is the only one who can control her husband. No wonder she won the Golden Globe. With shows like Cards, Netflix definitely has a model with which they can go far. It’s not in my best interest to watch this all in a day—but with such a delectable treat at my hands, how can I resist?
Bad Samaritans
4 Seasons
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March 12, 2014
TV - MA
1 Season
Rag-tag delinquents capture their audience’s attention in Bad Samaritans. While shows like Scandal and Modern Family command millions of viewers every week, this web series has remained relatively unknown since its release on Netflix last March. The series opens on Jake Gibson and Drake Finnegan as they enjoy an anniversary picnic that quickly turns into a breakup and massive wildfire. The two are sentenced to 2,000 hours of community service that they must serve together. Each week they join a group of misfit delinquents to serve their sentence. Julianna Guill and Brian Kubach star as Drew and Jake. The tension the two pass between their characters is both hilarious and catching. Guill plays Drew, a normally law abiding citizen who is fed up with her lazy, video game playing ex, Jake, who is played by Kubach. Both actors are able to bring their character’s quirks to life within their relationship, but they can also stand on their own. They are surrounded but a fantastic supporting cast of eclectic vagabonds working off their debt to society. From a stoner to a parole officer who tries desperately to feign power, this ensemble cast is stellar. No character detracts from the others, instead they are able enhance each other. Each character is so uniquely crafted that they blend into a dynamic cast without blending together. This series is an unexpected thrill. With only five episodes on Netflix, it’s relatively unknown, and sadly unpopular. Hopefully, the anticipated second season will be released soon.
10sports
March 12, 2014
Leaving it all on the table
Ball Squad wins Table Tennis State Tournament by Maddy Rosenow sports editor The Ball Squad had a “smashing” end to their season this year. The team competed in the Table Tennis State Tournament, with one goal in mind: first place. Their goal was achieved. The Ball Squad left state with their first place blue medals in hand, a sufficient plaque in tow, and plenty of exuberant grins. The team is composed of 57 members, with ages ranging from eighth grade through 12th. Only 12 team members competed at State. What the team didn’t have in size,
Coach and player, David Lee, 11, receives his medal.
they made up for it in other aspects of their game. “While our team didn’t have as much depth as some of the other teams, we made up for it in skills, teamwork and spirit,” said team member and coach David Lee, 11. Even with their teamwork and spirit, the State tournament was a whole new experience. Ball Squad hadn’t played a match against another school, as they mainly played against each other during practices throughout the season. Simply put, the team wasn’t used to competition, let alone the caliber of competition at a state tournament. “We usually don’t play any other schools until State,” said team member Claire Chen, 11. “There were a lot of other good teams at State. It was kind of intimidating to play against them.” The tough competition didn’t stop the team. Both teams had to win numerous matches in order to bring home the State Champion title. The tournaments were divided into a girls only tournament, as well as a co-ed tournament. Both were set up the same way. It started with a round robin, leading into bracket play. Each round robin group had four teams. If a team won two-thirds of their round robin matches,
they advanced to a single elimination championship bracket. Team members only participated in one tournament, but players like Chen went to both, even if not competing, to cheer on their teammates. Chen and her doubles partner, eighth grader Emily Su, were the only girls from Ball Squad in the girls tournament. “We originally had a third player with us but she got sick so she wasn’t able to play,” said Chen. “We had to change it so Emily and I would play doubles. We only played doubles together once, the day before State.” First time together or not, Su and Chen were able to do more than just muster through. The seemingly endless matches and competition didn’t slow the team on their way to victory. “While the competition was very strong, Mounds View pulled off very convincing victories, 8-5 in the co-ed and 3-1 in the girls,” said Lee. The tournament may have been strenuous and stressful, but nevertheless it was exciting and rewarding for the team. “I saw State as having a very intense atmosphere and I had a very
photos courtesy of Andrew Tang
Ball Squad hoists their first place plaque.
enjoyable experience coaching and playing,” said Lee. With a State Champion title under their belts, Ball Squad is already looking to the future. “Next year I am looking forward to hopefully seeing new faces at practices and returning to state,” said Chen.
Getting an early start
Some students started high school sports during middle school by Molly Hancuh sports editor
even though now I’m on cross country and track,” said Hessini. The challenges of playing against people sometimes four years older has the ability to push athletes more than playing on their regular teams would.
always very supporting,” said Menk. Though hazing can be a concern at other schools, eighth graders rarely are bothered. “There was no hazing, but I feel like the freshmen got more attention that the eighth graders did,” said Hessini. Playing a year up can also be a helpful transition for the next year when the eighth graders will be dealing with the stresses of high school. “My favorite part about playing as an eighth grader was getting to know so many people and making new friends which helped as I transitioned into high school,” said Menk. Linn also found that it gave her an
Though most kids get four years in high school to play the sport they love, others enjoy an extra year of playing before their high school career actually begins. Being an eighth grader playing at Mounds View can be a daunting task. Not only are the kids bigger and more mature, but they have been playing longer. It’s a large step up from middle school sports that are meant for kids wanting to try a new activity. Britta Menk, 12, has been involved in soccer since she was young and has always been a well rounded athlete. “Since I was free in the fall to do a sport, I thought it was a great opportunity,” said Menk. In eighth grade, she made the JV soccer team and continued to play through her senior year. She photo courtesy of Britta Menk was also on the track team starting in Britta Menk, 12, warms up during a 7th grade. track meet her eighth grade season. Softball has also been known to have eighth graders in the program. Ashley Linn, 12, found the new chal“It will better you as an athlenge to be exactly what she needed to lete to play with people who have enhance her game. a higher skill level,” said Menk, “It taught me competitiveness and who also ran track as a seventh responsibility at an early age, and this grader. made me set my goals higher for the Like all team sports, including photo courtesy of Carissa Struve remaining four years of high school,” everyone is a fundamental aspect said Linn. Ashley Linn (middle), 12, snaps a to playing well. Though a track and cross country picture with her older teammates. “The upperclassmen were star now, Andre Hessini, 12, played ten- extremely welcoming and excited nis the fall of his eighth grade year. to have me on the team. They were “I enjoyed being on the tennis team
upper hand during her freshman tryouts over girls who hadn’t been to a high school tryout before. “I met the coaches early and it kind of gave me a head start when I walked into tryouts freshman year,” said Linn. Not only did playing as an eighth grader prepare athletes for their freshman tryouts, but also for the years to come as a varsity athlete, according to Menk. Looking back, many of the athletes who played as eighth graders wouldn’t have done anything differently. “My softball experience has been a blast so far. I felt like I made the right choice in playing in eighth grade,” said Linn. Like others, Hessini, though no longer in tennis, enjoyed the season and opportunity to experience a high school sport before actually having to deal with high school effects. Eighth graders are always welcomed at Mounds View to jump head first into high school sports. Menk said, “I would tell eighth graders to, without a doubt, jump on the opportunity to play a high school sport as soon as you can. It will give you a head start and it is an amazing experience.”
March 12, 2014
Girls lax looks ahead
11
sports
After losing eight seniors, the girls lacrosse strives to build a new team in hopes of making it to state by Katrina Renacia starting positions.” staff reporter As part of the upperclassmen, the captains are working hard to After losing eight seniors from make the team more inclusive this last year, the lacrosse team is up for a season to develop teamwork. whole new challenge this upcoming “It’s hard to play with an older season. group who have more experience Captains Erika Johnson, 12, than you. Personally, I’d like to Kendra Dingman, 12, Maddy Quickdo my best to reach out and make stad, 11, and Mary Dingman, 11, are the new players in this season feel all looking forward to the start of a more welcomed,” said Quickstad. new season. photos courtesy of Erika Johnson “Teamwork should not be an issue Although the seniors who gradu- Kendra Dingman, 12, has Kendra Dingman, 12, Erika Captain Erika Johnson, 12, this year.” ated left eight spots on the varsity team, Johnson, 12, Mary Dingman, has set the goal for her Mounds View finished third the captains remain positive. “It will be been playing since middle 11, and Maddy Quickstad are team to make it to state. in the SEC last year, falling behind different without them. But we have a school. 2014 captains. Stillwater and Cretin Derham-Hall. big junior class who are pretty good,” ing up and taking on the roles on varsity It was the highest rank they ever said Kendra. “I believe we will have a challenges. They didn’t have enough this year. “We have a much younger placed in the conference. “Our goal is great team this season.” coordination—something that they team this season compared to last year. to improve that placement. Stillwater Coach AJ Hoffman is also lookneeded the most. But I still think it will be a strong team, has won our conference for several ing forward to the start of a whole new “We fell apart in the section finals. said Johnson. “This season’s about years while also making several straight season with no worries. “I wouldn’t say I felt like we lacked the teamwork that bringing in the younger team and getappearances to the state tournament,” we lost eight seniors,” said Hoffman. “I we really needed,” said Quickstad. “A ting them ready for varsity.” said Hoffman. “Beating them this year would say those eight seniors gave our lot of people on the team were indiAccording to Mary, there are a lot would be a great accomplishment and program a great start and provided us vidual players.” young girls on the team. one I believe we can do.” with a level to strive for.” They lost in a game against ArmKatrina Carabio, 11 and her sister The senior captains are also looking Last year was a great season for strong and were not able to proceed to Isabella, 9, are new to the team this forward to making the most out of their the lacrosse team. They hammered 10 State. year. “I’ve never played lacrosse before. last season. schools at their games and lost four. The team is preparing for their But I just wanted to try something new “It’s gonna be my last season so I But even having talented players on the comeback this season. It will be comthis year,” said Katrina. just want to do my best and have fun,” team was not enough to overcome all posed mostly of underclassmen comIsabella feels great about the said Johnson. start of this season. “I’m just lookAlthough it’s going to be a tough ing forward towards the whole season, the whole team is united team experience,” said Isabella. towards one major goal: getting to A lot of players also have State. “Getting to the section final was big potentials. “Our team will be a great accomplishment for our team. young in age this year but we have The seniors led us the whole season,” a lot of experienced ones comsaid Hoffman. “Now it is time for this ing back,” said Hoffman. “I see a year’s team to take us to the next level, lot of potential in our players and win the section finals and go to the state opportunity will breed competition tournament.” among them for the eight vacant
WE WANT YOU!
Athlete of the Issue A: I think getting 20 wins is pretty unforgettable. Q: How far do you plan on pursuing this sport? A: I’ll definitely keep doing this sport until college. I’ll be playing basketball for Bethel University next year.
Tim Hanson Senior Basketball Q: When did you start playing basketball? A: I started playing in first grade. Q: What’s your favorite part about basketball? A: I enjoy the team aspect of it. I love playing with my best friends, hanging out, and shooting some shots.
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© 2013 Anoka Technical College. An equal opportunity employer and educator and a member of the Minnesota State Colleges and Universities system. Accredited by the Higher Leaning Commission. This document is available in alternate formats to individuals with disabilities by calling 800-627-3529 or TTY: 7-1-1.
Q: What’s the most unforgettable part of this season?
Q: What do you think about the team this year? A: We have a really strong team this year. We won over 20 games. Q: What advice could you give to the lower class men who hopes to play for varsity in the future? A: Keep working hard, keep playing and just have fun. Q: If you could have one superpower, what would it be? A: I really want to be able to fly like Ryan Kaczynski. information compiled by Katrina Renacia
12gallery by Persis Ke staff reporter
March 12, 2014
Recipe for the every day
“How are we ever going to use this in real life?” is a constant complaint of students in many classes, but one rarely heard in Family and Consumer Science (FACS) courses. Mounds View offers five such classes: Foods, Foods for Life, Foods of the World, Housing and Interior Design, and Child Psychology and Development. Students in any of the three foods classes cook at least once a week. Child Psychology and Development students work with baby simulators; Housing and Interior Design students create templates, basically floor plans of the rooms they design. While many people take FACS classes because the courses are more laid-
back, students will find that the practical skills they learn will benefit them in the long run. Foods teaches students about nutrition, Foods of the World connects food and culture, and Foods for Life demonstrates the emotional side to food, according to Julie Coopet, FACS teacher. Alicia Ogard, 10, wanted to take a fun, easy class, so she took Foods last semester. “[The class] was pretty laid-back,” Ogard said. “Ms. Coopet’s a really good teacher. [It’s] a lot of fun, but we still learn.” Nicole Geist, 12, takes Housing and Interior Design and was in Child Psychology and Development last year. “I took Child Psych ’cause I would like to major in psych in college, and I took Interior Design as a fun class,” she said. “Child Psych will definitely be useful in college, and Interior Design helps me know what styles I like for when it comes to decorate my own house.” Other students take FACS classes to learn something new. Taylor Hegstrand, 12, took Foods in ninth grade because she was clueless in the kitchen.
“It seemed like an easy class, and I didn’t know how to cook at all, so it seemed like a good idea,” she said. Katie Genung, 12, who took Foods of the World last year, currently takes Child Psychology and Development, and is also the TA for Foods of the World this semester. “I chose to take Child Psych because I would like to be a mother someday, and I enjoy learning about how and why children act the way they do,” Genung said. “I took Foods of the World last year because I wanted to learn how to become a better cook and bake yummy things. I’m also super interested in other cultures, so I wanted to gain a better understanding of that as well.” While FACS classes may get lost in the long list of electives, students looking for classes with applicable skills should definitely consider taking one of these courses.
Julie Coopet and her fourth hour’s final product.
Above, students practice parenthood with baby simulators. Foods students put their culinary skills to the test.
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You use these skills in real life.”
-Rachel Boyer, 10 photos by Persis Ke & Rebecca Nara